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The term ',career education" is a very recent one; it has only been used since 1971, hence it is an evolving concept which may embrace more than one definition. The easiest way to clarify this concept is probably to define what it is not.

Disability in Palestine and the experiences and practices of professors and administrators on accommodating disabled students in Palestinian higher education institutions are captured through critical ethnography mode. Disability in Palestine is discussed within the context of what I, as the researcher, call "segregating democracy." The term segregating democracy refers to the political bonds between Israel and the United States of America that often lead to exclusion of the indigenous Palestinian community from the rest of the world. Segregating democracy and its consequences on disability in Palestine are the context in which the experiences of the Palestinian faculty and administrators are analyzed. Using critical disability studies, while also drawing from elements of teacher development theories, this paper identifies transformational ways of thinking about disability as well as the unique role of educators in promoting/adopting inclusive pedagogical practices towards accommodating disabled students in higher education.

This article argues that citizenship lessons were introduced in schools in England in 2002 principally because of concerns amongst a range of key figures in & beyond New Labour about perceived declining levels of social capital in Britain. The article is structured as follows: first, it places citizenship education in its historical context prior to the election of Labour in 1997, also emphasising the historical dimension to debates inside the Labour Party about political participation & democracy. It then outlines the importance of social capital for the party & explains how the concept was a crucial motivational factor for a variety of actors, constituting an ideational policy network, involved in the development of the citizenship education policy. It concludes that the effectiveness of the initiative is weakened by New Labour's reluctance to challenge the entrenched inequalities that undermine the promotion of social inclusion & thus prevent the development of social capital. Adapted from the source document.

Education in general and adult education in par ticular will determine the future well-being of the United States. The primary goal of education in a free society is to help the individual realize his potentialities and to enable him to expand his capacity to make wise decisions. The goal of a totalitarian society is the dominance of the state. The Soviet systems has a single philosophy which gives coherence to all aspects of life; there is a single organization in this system. In the United States there are many organizations, and we can organize and associate freely and voluntarily. Leadership in the USSR is assigned. Leadership in the United States is vol untary, fluid, and multiple. The economic needs of the Soviet Union and the United States are the same, but the methods and ends differ. The basic educational curriculum of a free society is that of the liberal arts and sciences. The teachers, students, and motivations of liberal adult education vary. To educate individuals to be responsibly free requires many meth ods, techniques, and tools; the goal should be the active par ticipation by the learner. In recent years United States educa tion has put increasing importance on educating the individual for responsible freedom in his private and public roles: in the home, on the job, and in the community. We further need to educate for public responsibility. Educational opportunities for our present and future leaders should be improved and expanded.—Ed.

This research assesses the important factors in assuring education quality in secondary schools by using a business intelligence approach. A Business intelligence framework is created by employing a business intelligence process to identify the stakeholders and components relevant to education quality. The resulting Education Quality Indicator (EQI) framework consists of seven Critical Success Factors and is measured through twenty-eight Key Performance Indicators. The EQI framework is evaluated through expert interviews and a survey, and demonstrates that the most important factor in assuring education quality is a teacher's ability to communicate with students. Finally, a feasibility analysis is conducted in the environment of an information system that is implemented for secondary schools in the Netherlands.

Two books by Birgit Brock-Utne, Educating for Peace and Feminist Perspectives on Peace and Peace Education, convey the picture of their author, an internationally known activist in women's work for peace. Peace is defined not only as absence of violence, but as equality of rights as well. The author provides plenty of facts about the disadvantageous living conditions and position of women, and classifies this information into categories of violence. A feminist perspective on peace education means concentrating on women's possibilities to influence the socialization process of (their) children. The author's personal contribution consists of analysing a wealt of research results from the viewpoint of gender-specific socialization. Starting from the view that boys are educated for war and girls for peace, the author develops a view of socialization that would promote peace. The discussion of socialization concentrates on its influence on personality traits of youngsters, but the growth process itself is not really analysed. Seen from the author's feminist perspective, the formal school system is unfit for peace education, functioning to maintain the existing (male) power structure of society. Conceptual extrapolation from individual traits to the relationships between nations and national states is characteristic of many views presented by the author. In the final pages of the second monograph, the author states that in order to promote peace, changes should be made simultaneously at the micro-, meso-and macrolevels of society. If this is taken seriously, then the role of the formal school system cannot be overlooked.